Formative Assessment- A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. Directed or Targeted Feedback- Feedback is the decisive element to assist learning. Feedback needs to be about learning with specific advice on what students can do to improve and alter the gap of learning. Feedback is most effective when it is focused on the task and provides the students with suggestions, hints, or cues, rather than offered in the form of praise or comments about performance. Learning Targets- Performance to a Standard or Standards Peer Assessment: With peer evaluation, students see each other as resources for understanding and checking for quality work against previously established criteria. Success Criteria- In order to be successful, students need to understand and know the learning target/goal and the criteria for reaching it. Establishing and defining quality work together, asking students to participate in establishing norm behaviors for classroom culture, and determining what should be included in criteria for success are all examples of this strategy. Using student work, classroom tests, or exemplars of what is expected helps students understand where they are, where they need to be, and an effective process for getting there. Instructional learning strategies- Teaching with intent and purpose. Teachers make adjustments to teaching and learning in response to evidence of learning collected. This evidence helps drive and inform instruction, hour-by-hour, day-by-day, and week-by-week. Individual Success-Zone of Proximal Development or the level that the learner is capable of reaching under the guidance of teachers or in collaborative with peers. Incremental Learning Goals- Immediate and incremental learning which is intended towards a learning target, which is within the ZPD of each child. Self Assessment- Student participating in the process through self-assessment. Students monitor their own learning based on the learning goals, level of performance to a standard, and engagement in closing their learning gap. When students have been involved in criteria and goal setting, self-evaluation is a logical step in the learning process. (Learning Progressions) End in Mind- Big Picture of Learning and Academic Achievement for given areas; Intended Instructional Outcomes or Overall Achievement
Formative Assessment Terminology
Formative Assessment-A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
Directed or Targeted Feedback- Feedback is the decisive element to assist learning. Feedback needs to be about learning with specific advice on what students can do to improve and alter the gap of learning. Feedback is most effective when it is focused on the task and provides the students with suggestions, hints, or cues, rather than offered in the form of praise or comments about performance.
Learning Targets- Performance to a Standard or Standards
Peer Assessment: With peer evaluation, students see each other as resources for understanding and checking for quality work against previously established criteria.
Success Criteria- In order to be successful, students need to understand and know the learning target/goal and the criteria for reaching it. Establishing and defining quality work together, asking students to participate in establishing norm behaviors for classroom culture, and determining what should be included in criteria for success are all examples of this strategy. Using student work, classroom tests, or exemplars of what is expected helps students understand where they are, where they need to be, and an effective process for getting there.
Instructional learning strategies- Teaching with intent and purpose. Teachers make adjustments to teaching and learning in response to evidence of learning collected. This evidence helps drive and inform instruction, hour-by-hour, day-by-day, and week-by-week.
Individual Success-Zone of Proximal Development or the level that the learner is capable of reaching under the guidance of teachers or in collaborative with peers.
Incremental Learning Goals- Immediate and incremental learning which is intended towards a learning target, which is within the ZPD of each child.
Self Assessment- Student participating in the process through self-assessment. Students monitor their own learning based on the learning goals, level of performance to a standard, and engagement in closing their learning gap. When students have been involved in criteria and goal setting, self-evaluation is a logical step in the learning process.
(Learning Progressions) End in Mind- Big Picture of Learning and Academic Achievement for given areas; Intended Instructional Outcomes or Overall Achievement